14 Assessment and Evaluation: Methods for Assessing Student Learning and Development through ePortfolios

Wendy Augusta Phiri and Chantal Settley
Cape Peninsula University of Technology, South Africa

ABSTRACT

This chapter explores how electronic portfolios (e-portfolios) can transform student progress by enhancing engagement, motivation, and academic achievement. It emphasizes the strategic integration of e-portfolios into curriculum design, supported by case studies, real-world examples, and reflective exercises that guide educators in effective implementation. E-portfolios enable the creation of personalized learning environments, fostering deeper student involvement in their educational journey. In both educational and professional contexts, e-portfolios serve multiple purposes. They offer a comprehensive view of student learning, allowing educators to assess progress, skills, and knowledge over time. This holistic approach to assessment moves beyond traditional testing, capturing the nuances of individual growth and achievement. Additionally, ePortfolios promote reflection and self-assessment, encouraging students to set meaningful goals and identify areas for improvement. This reflective practice cultivates a sense of ownership and responsibility, empowering learners to actively shape their academic paths. By embedding ePortfolios into teaching and learning practices, educators can support differentiated instruction and foster lifelong learning habits. The chapter underscores the importance of thoughtful design and continuous feedback, ensuring that e-portfolios become dynamic tools for growth rather than static repositories. Ultimately, ePortfolios represent a powerful strategy for enriching the educational experience and driving sustained student success.

Keywords: Evaluation, Assessments, Reflective practice, Teaching and Learning, Self-assessment

INTRODUCTION

This chapter investigates the potential of electronic portfolios (ePortfolios) to enhance student engagement, motivation, and academic achievement. It begins by defining ePortfolios, outlining their purpose, benefits, and evolution within educational contexts. The chapter then explores strategies for integrating ePortfolios into curriculum design, enabling educators to create personalised learning environments that support student progress. It presents theoretical foundations for ePortfolio assessments, emphasizing their role in promoting reflective practice, self-directed learning, and competency-based education.

Diverse approaches to evaluate student learning through ePortfolios are examined, including formative and summative assessments, peer and self-assessments, and instructor feedback. Each approach’s unique contribution to assessing student development is highlighted, with practical strategies provided to enhance the effectiveness of ePortfolios in real-world settings. These strategies include using rubrics and feedback mechanisms and integrating multimedia evidence to capture student’s learning comprehensively.

Reflective exercises and real-world examples are woven throughout, helping educators implement ePortfolios effectively and encouraging students’ reflective practice and self-assessment skills. The chapter also addresses the use of ePortfolios in professional development and workplace applications, underscoring their value beyond the academic setting. Case studies illustrate successful practices and common challenges, providing insights into best practices and institutional benefits of ePortfolios.

In conclusion, future directions for ePortfolios in teaching, learning, and assessment are discussed, emphasizing their potential to foster continuous learning and present a holistic view of student development and growth. This chapter serves as a practical guide for educators aiming to harness ePortfolios as a powerful tool in both educational and professional contexts.

Defining ePortfolios: Purpose, Benefits, Evolution
An ePortfolio is a dynamic space created by individuals, groups, communities, or institutions for educational initiatives, whether formal or informal. Often used in educational or professional development settings. Its features include ideas, evidence, reflections, and feedback. Furthermore, an ePortfolio showcases a participant’s knowledge, skills, interests, and learning outcomes through demonstrations, resources, accomplishments, feedback, and assessment tools (Jimo Yiannis, 2012).

There are various reasons why ePortfolios are beneficial, especially in academic and professional contexts. They give you the chance to present your work, abilities, and successes in an orderly and eye-catching fashion. The reflecting component of ePortfolios allows users to monitor their own development over time and promotes introspection. Presenting your best work and proving your abilities might also impress potential employers. Also, discussing your work and accomplishments might help you establish connections with others in the same industry (Yadav, 2024).

Historically, artists have shown their work as portfolios in folders or cases. Portfolios were then made electronic and incorporated into schooling in the latter half of the 20th century with the advent of digital technology. ePortfolios, including multimedia components like audio and hyperlinks, have become increasingly popular as a more dynamic way to display work. As web-based platforms allowed students and teachers to work together, share work, and give feedback, ePortfolios became more widely available.

Before COVID ePortfolios were often optional or supplementary in education and professional settings. However, after COVID, they became essential tools for remote learning, virtual internships, and online job applications. Currently there’s a stronger focus on self-directed learning and reflection; ePortfolios now include learning journals, personal reflections on remote learning experiences, and skills gained during lockdowns, e.g., resilience and digital literacy.

The Potential of ePortfolios in Education
ePortfolios have revolutionised education with their dynamic and interactive approaches to documenting, reflecting on, and presenting student learning. They may boost student motivation, engagement, and deeper learning by promoting self-directed learning and reflective practices. In contrast to traditional evaluations, which sometimes only document a student’s abilities, ePortfolios provide a complete and comprehensive overview of a learner’s academic progress (Lu, 2021). Promoting active participation, enabling students to take responsibility for their education, and providing teachers with the means to monitor and assess students’ progress over time. In addition to accommodating a variety of learning styles, this incorporates multimedia elements like audio, video, and images that enhance the depth of the students.

Because educational institutions are increasingly emphasizing competency-based education and lifetime learning, ePortfolios excel in their role as a flexible tool. This is because it links academic success with practical abilities, preparing students for future professional opportunities (Butakor, 2024).

Integrating ePortfolios into Curriculum Design
ePortfolios have emerged as transformative tools in contemporary education, bridging the gap between traditional teaching methods and technology-driven learning. Including ePortfolios in curriculum design can transform student learning and engagement. Teachers should use ePortfolios as a teaching, learning, and assessment tool to help students develop critical reflection and problem-solving skills. Furthermore, Ismailov and Laurier (2021) demonstrated how ePortfolios can empower students to take control of their education, which is consistent with the student-centred learning paradigm in higher education. Here are some strategies to integrate ePortfolios into your curriculum:

Ensure that each aim in your ePortfolio is closely tied to the subject’s learning objectives. Because of this alignment, students will be better able to understand the importance of their work and how it will further their overall learning objectives.

To assess how successfully ePortfolios integrate, begin with a small-scale pilot program. This allows you to identify potential roadblocks and make the necessary adjustments before a full rollout (Cadd, 2012)

• Teachers and students can receive education via the ePortfolio platform. The transition can be facilitated, and effective utilization can be ensured with resources and continuous support.
• Encouraging students to regularly document their learning experiences and reflect on their progress is important. Reflection, which promotes deeper learning, is an essential component of ePortfolios.
• Give students permission to include a variety of media in their ePortfolios, such as audio recordings, images, and videos. Consequently, the portfolios might exhibit a wider range of skills and be more engaging (
• Provide ePortfolio exercises that span multiple courses or an entire curriculum so students can connect different topics and view their learning (Gulzar & Barrett, 2019)
• Specify exactly what must be included in the ePortfolios and how they will be assessed. This clarity helps students understand the objectives and specifications of the ePortfolio.
• Plan regular check-ins to review students’ electronic portfolios and provide constructive feedback. Students benefit from this ongoing assessment by keeping on task and continuously improving their work.

Allow students to examine and engage with their ePortfolios with peers, teachers, and even external audiences. This can boost their confidence and enable them to provide incisive feedback from a variety of perspectives (Gulzar, N., & Barrett, H. C. (2019). Furthermore, by incorporating them into curriculum design, educators can create a more personalised, student-centred approach that empowers students to take charge of their learning. Integrating ePortfolios into the curriculum allows teachers to align learning objectives with portfolio assessments. This encourages students to be proactive in their learning by allowing them to actively track their progress, reflect on their development, and demonstrate their competencies over time. This reflective activity strengthens critical thinking while also improving self-evaluation and goal-setting abilities (Gulden, 2023). Still, ePortfolios allow for continuous feedback loops between students and teachers, resulting in real-time guidance and improvement. Curriculum-integrated ePortfolios, according to research, increase student engagement, motivation, and accountability, which leads to improved academic performance and skill acquisition (Butakor, 2024). Beyond the classroom, ePortfolios are effective tools for lifelong learning and professional development because they provide a virtual display of students’ knowledge, skills, and accomplishments that can be shared with potential employers or academic institutions. As education evolves, incorporating ePortfolios into curriculum design appears to be a forward-thinking strategy for developing reflective, competent, and self-directed learners.

INSTITUTIONAL BENEFITS

ePortfolios are flexible tools that can be used across disciplines to improve learning, assessment, and proficiency. It has the potential to bridge the divide between disciplines, enabling a more integrated and comprehensive approach to learning, teaching, and assessment. Moreover, ePortfolios can help faculty promote reflective teaching practices by making it easier to document and reflect on teaching methods, resulting in continuous improvement of instructional strategies.

Theoretical Foundations for ePortfolio development

A theoretical approach for portfolio development provides a framework for creating a comprehensive and effective portfolio. Several theoretical approaches can inform portfolio development, including:

Constructivist and reflective learning theories, which strongly emphasize active student participation, self-directed learning, and ongoing personal development, serve as the groundwork for ePortfolio evaluation. According to constructivism, students acquire knowledge through meaningful experiences, and ePortfolios give them a way to record, consider, and interpret these experiences in a learning environment. This method is additionally reinforced by Kolb’s experiential learning theory, which describes a cycle of active experimentation, abstract conceptualization, reflective observation, and actual experience. Students are inspired to participate in this cycle through ePortfolios, which promote critical thinking, skill development, and deeper knowledge retention (Kolb, 2015).

In addition, Schön’s reflective practitioner model emphasizes the value of reflection-in-action and reflection-on-action, both serving as key elements in ePortfolio use. According to this approach, students are active participants in their own growth, and ongoing enhancement and adaptive competence result from critical reflection on real-world experiences. Students can trace their academic journey, evaluate their strengths and shortcomings, and create future learning objectives with the help of ePortfolios, which provide an organized environment for this reflective practice (Schön, 1979; Tan, Kocsis & Burry, 2023).

Social constructivist approaches also highlight the critical role of communication and collaboration in learning. ePortfolios are frequently combined with teacher and peer evaluation and create a community of practice where students can exchange ideas and reflect on one another (Taptamat, Slade, Bowker & Wilson, 2024). These theoretical underpinnings support assessment practices that surpass standard testing approaches and concentrate on competency-based, real-world assessments that accurately reflect the complexity of student learning. ePortfolios support critical reflection, self-evaluation, and evidence-based skill display. These are in line with contemporary educational objectives that place a premium on professional preparedness, flexibility, and lifelong learning.

Self-directed learning theory by Knowles this approach emphasizes the learner’s ability to take initiative and responsibility for their own education. ePortfolios promote self-directed learning by allowing students to set goals, track progress, and reflect on their learning experiences (Jimoyiannis, 2012).

Assessment Approaches for ePortfolios

The developmental (formative) approach
This method is designed to monitor a student’s development over a period. For instance, a student might submit several essay drafts throughout the academic year. Each draft would include feedback from the instructor and the student’s own reflections on how they improved their work. The portfolio highlights progress in areas such as writing ability, grammar, and critical thinking.

Typical components of this type of assessment include drafts, reflective entries, and instructor feedback. The main goal is to promote self-evaluation and the setting of personal learning objectives. This strategy is particularly effective in courses that emphasise skill-building, such as writing, design, or education ( Gun-Tosik, Atasoy & Yuksel, 2023)

Incorporating the Developmental Approach.

• Encourage students to upload their work on a regular basis and evaluate their progress. Give them timely and constructive feedback to help them understand their strengths and areas of improvement.
• Break larger projects down into smaller, more manageable tasks. Students should submit these tasks through their ePortfolios, allowing for continuous assessment and feedback.
• Set clear learning objectives for your ePortfolio to provide targeted feedback and help students understand expectations.
• Encourage students to regularly self-evaluate and reflect on their work. This can help them identify their strengths and areas for improvement, which fosters a growth mindset.
• Allow students to showcase their growth by comparing earlier and later works, this can be motivating and insightful (Zhang, Tur, 2023).

The Showcase (Summative) Approach

The goal of this approach is to highlight the student’s best work for evaluation. It is a carefully curated collection of high-quality work that is frequently used for final grades or job applications. The students would choose their best design projects, which could take the form of logos, posters, or mock-ups. Each piece will be accompanied by a brief description of the design process, as well as the tools used. The portfolio is then submitted for final grading or to prospective employers.

Incorporating the Summative Approach ensure that the ePortfolio tasks are directly related to the subject’s learning outcomes. It allow students to demonstrate their competence in specific areas through concrete examples such as essays, presentations, and multimedia elements. Incorporating reflective practice into the ePortfolio can provide a deeper understanding of the learning process. Students can discuss their learning experiences, challenges, and how they overcome them (Carl & Strydom, 2017)

Reflective Portfolio Approach

This approach aims to promote metacognition and personal growth, focusing on reflective writing and learning narratives. At the same time, it makes it easier to link learning outcomes and experiences. This approach is most appropriate for teacher education, nursing, social work, and other reflective professions. Consider the case of a teacher education program. The student teacher records lesson plans, classroom experiences, and student feedback. The students will then write reflective entries about what worked, what didn’t, and how they changed. The portfolio demonstrates an increase in pedagogical thinking and classroom management( Turkey, 2017)

The Assessment for the Learning Portfolio Approach

The goal is to use the portfolio as a tool for continuous learning. It includes peer and self-assessment, as well as frequent feedback loops. It is most suitable for collaborative and inquiry-based learning. For example, students can upload peer-reviewed assignments and group project contributions. They receive ongoing feedback from their peers and instructors. Students revise and resubmit work based on feedback, which promotes continuous improvement. For instance, students submit peer-reviewed assignments and contributions to group projects as part of their portfolio. They receive continuous feedback from both peers and instructors, which they use to revise and enhance their work. This iterative process supports ongoing learning and promotes continuous improvement (Van Hoe, Wiebe, Slotta, Rotsaert, & Schellens, 2024).

Hybrid Portfolio Approach

This method incorporates elements from formative, summative, and reflective portfolios. Its features provide a comprehensive view of student learning while maintaining a balance between assessments and development. For example, students’ portfolios include peer-reviewed assignments and contributions to group projects. They constantly receive feedback from both peers and instructors, which they use to revise and improve their work. This iterative process encourages ongoing learning and continuous improvement. This assessment method is best suited for programs with diverse learning outcomes. It can be used for grading as well as to demonstrate job market readiness. It contains peer feedback, instructor comments, and a final assessment.

ePortfolio Assessment Strategies

While ePortfolios are credited with promoting reflective and effective learning, they can also be used as a powerful assessment strategy to evaluate a wide range of skills and competencies that traditional exams may not capture, such as originality, critical thinking, and problem-solving. This method can provide a more comprehensive view of a student’s progress over time, as opposed to a single snapshot from a single exam. Furthermore, this approach can result in more accurate and fair assessments.

ePortfolios are versatile tools that support both formative and summative evaluation methods, bringing a balanced way of evaluating student learning. The primary goal of formative assessments is iterative improvement and continual feedback, which enables learners to further develop their work in accordance with constant guidance and constructive criticism (Butakor, 2024). As students review and edit their work, this process fosters their critical thinking, problem-solving, and self-directed learning development ePortfolios with formative evaluations encourage engagement by enabling students to evaluate their own learning, spot knowledge shortfalls, and adjust their approach to learning accordingly (Majola, 2023)

As a result of learning at the end of a course, summative assessments, on the other hand, employ the ePortfolio as a thorough record of student accomplishment. ePortfolios offer a holistic picture of a student’s academic career and skill development by gathering a variety of evidence, such as project-based work and written reflections. Using comprehensive rubrics, facilitators can evaluate students’ creativity, critical thinking, knowledge application, and general growth. Assessments that go beyond traditional testing methods are made possible by the flexibility of ePortfolios, providing more in-depth information on students’ competencies and preparedness for professional practice. ePortfolios’ dual purpose of serving as learning and assessment tools is reinforced by this feature, which promotes a more individualized and significant evaluation procedure (Yang, Wang & Lim, 2023).

Peer and Self-Assessment

Active participation, teamwork, and self-reflection—all essential elements of deeper learning—are strengthened by including peer and self-assessment into ePortfolio tactics. Students can review each other’s work through peer assessment, which promotes a collaborative learning community where different viewpoints are expressed and constructive criticism is given (Jahara et al., 2023). This method encourages a culture of accountability and respect for one another, improves communication, and develops critical evaluation abilities. Additionally, peer review broadens students’ comprehension of course material and promotes collaborative learning by immersing them in other methodologies and problem-solving approaches.

On the other hand, according to Panadero, Jonsson (2017), self-assessment gives students the ability to take charge of their education by analysing their development, acknowledging their successes, and identifying areas in which they need to improve (cite). Students gain higher-order thinking skills through self-assessment, which are critical for both academic performance and lifetime learning. These skills include planning, tracking, and assessing their learning. Students can create personal goals, monitor their progress over time, and choose their learning methodologies with the help of ePortfolios. ePortfolios create an engaging learning space where students actively participate in their education by integrating peer and self-assessment (cite). This encourages self-awareness, critical thinking, and ongoing progress (BaniYounes, Esanmurodova, Menon & Sivaprasad, 2024).

Instructor Feedback

Effective ePortfolio evaluation is still grounded in instructor input, which helps students learn and develop academically. Effective feedback empowers students to keep developing their skills by identifying opportunities for growth and reiterating effective tactics (cite). Teachers can assist formative and summative assessment objectives by offering prompt, tailored feedback in the context of ePortfolios. By providing a range of feedback techniques, such as textual remarks, audio recordings, and video messages, digital platforms improve this process and accommodate different student preferences and learning styles (Butakor, 2024).

Constructive feedback encourages more in-depth contemplation and critical thinking than superficial comments. Facilitators can assist students in improving their work and cultivating higher-order thinking abilities by asking insightful questions and offering concrete advice (Silfani, Basikin & Hasan, 2025). Feedback loops, in which students react to instructor comments and adjust, can encourage iterative learning and ongoing development (Carless, 2023). Integrating instructor comments into ePortfolios ensures that evaluation is both evaluative and developmental, creating a supportive and inspiring atmosphere for students to pursue their academic and career objectives (Alkaabi & Abdallah, 2024).

Rubrics and Feedback Mechanisms

Robust feedback mechanisms and well-structured rubrics that promote consistency and transparency throughout the evaluation process are crucial for effective ePortfolio assessment. Clear, comprehensive rubrics outline standards and guarantee assessment fairness by giving facilitators and students accurate instructions and performance indicators (Dahal, 2023). In conjunction with clearly defining expectations, these rubrics allow students to evaluate their work and make necessary revisions based on predefined criteria. Furthermore, incorporating feedback mechanisms into ePortfolio systems facilitates ongoing communication between teachers and students, turning evaluation into a collective undertaking (Saifunnizam, Fudzee, Jofri, Kasim, Dewi & Arshad, 2025). Facilitators can provide prompt, constructive criticism that identifies students’ strengths, points out their shortfalls, and suggests practical strategies for improvement. Students are motivated to interact closely with the course material, evaluate their own development, and pursue ongoing progress in this encouraging learning environment created by the iterative approach.

Multimedia Integration

Multimedia components significantly enhance how students record and present their learning experiences in ePortfolios. Students can demonstrate their knowledge and abilities in personalized and innovative strategies that go beyond traditional written assessments by incorporating photographs, videos, audio recordings, infographics, and interactive information (Butakor, 2024). This multimodal approach encourages students to critically consider how best to communicate their ideas and competencies while accommodating a variety of learning styles.

Through video comments, photo documentation, or voice recordings, multimedia integration allows students to record authentic events, such as clinical practice or project work, giving their academic journey a richer and more authentic representation. These many forms let teachers better understand students’ comprehension and engagement, facilitating the evaluation of content knowledge and critical thinking abilities. In the end, multimedia-enhanced ePortfolios give students an innovative platform to showcase their uniqueness, inventiveness, and career development while honing critical digital literacy abilities (Butakor, 2024).

Fostering Reflective Practice and Self-Assessment through ePortfolios

ePortfolios inherently foster reflective thinking by asking students to reflect on their education and describe how they have changed. Regular reflection helps students gain deeper insight into their educational journey (Ahmad, 2024) by identifying trends in their learning habits, areas of strength, and areas for development. Including guided reflection tasks into ePortfolio activities helps students assess their accomplishments, comprehend the reasoning behind their decisions, and establish goals for future learning. In addition to encouraging critical thinking, this methodical reflection approach increases self-awareness and empowers students to take charge of their own learning (Sohail & Akram, 2025).

Moreover, by fostering reflection, ePortfolios help students connect academic concepts with practical experiences, allowing learners to connect academic concepts to real-world applications (Sohail & Akram, 2025). This reflective ability is crucial for continuous development, adaptability, and problem-solving in professional fields. Facilitators also benefit as reflective entries offer valuable insights into student progress, enabling more personalized guidance and support (Wu et al., 2024). Ultimately, ePortfolios transform learning into an active, evolving process, empowering students to become lifelong learners who can critically assess and navigate their personal and professional growth (Kolb, 2015).

ePortfolios for Professional Development and Workplace Applications

As mentioned by Sanchez-Gelabert, Figueroa, & Elias (2017), ePortfolios are versatile tools that can significantly enhance professional development and workplace applications (cite). It allows professionals to visually showcase their projects and achievements in the form of videos, images, and documents.

As illustrated in the case Of the University of Malta, which investigated the implementation of Google Sites Practice ePortfolio (GSPep) in the pre-registration nursing program. The ePortfolio was used as a pedagogical tool to improve learning outcomes during placement-based teaching and learning activities. Students’ portfolios were to be transformed from a collection of accomplishments to a learning tool emphasizing guided reflection and self-improvement.

FUTRE DIRECTIONS: EPORTFOLIOS IN TEACHING, LEARNING, AND ASSESSMENT

ePortfolios are frequently combined with artificial intelligence (AI) and machine learning. These technologies can provide personalized feedback, track progress, and recommend resources based on individuals’ learning needs. Also, the collaborative learning feature of ePortfolios, which allows students to collaborate, share feedback, and participate in peer assessments, will become more common. A comprehensive approach to assessment that includes a wide range of student work and reflections. This comprehensive approach can provide a better understanding of student learning and development.

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AUTHORS

Dr Wendy Phiri is an educator and researcher, with over a decade of experience in academia. Holding a PhD in teaching and learning from the University of the Western Cape, a Master’s Degree in Midwifery education from the University of Stellenbosch. Her work bridges theory and practice, empowering learners to take ownership of their educational journeys through self-reflection and continuous feedback. Dr Phiri is currently working on her upcoming project which aims to explore the incorporation of AI into clinical nursing teaching and learning.
Email: phiriw@cput.ac.za

Chantal Settley is a nurse educator, researcher, and curriculum developer currently pursuing a PhD in Informatics and Design. With a background in nursing education, she has extensive experience in academic coordination, teaching, and research supervision. Her qualifications include a BCur, a Master’s in Nursing Education, and additional training in Risk Management and Public Health. Passionate about quality nursing education, she has contributed to aligning curricula with SANC and HEQSF standards. Her research interests include digital health, person- and family-centred care, and student-centred learning. Her PhD focuses on digital health in rural settings and the psychological well-being of affected persons supporting individuals with substance addiction. She has conducted a scoping review on Sense of Coherence (SOC) and mental health, and a literature review on digital exclusion. Chantal is active in academic leadership, quality assurance, and mentoring, and has presented her work at local and international conferences, including CONF-IRM.
Email: c.settley@gmail.com